Level One – School is performing at or above the state standard for the indicator.

Level Two – School is performing near the state standard for the indicator or improving.

Level Three – School is performing below the state standard for the indicator.

Too Small — Too few students for evaluation.

Ratings are based on performance during the most recent year or on a three-year average. Schools performing at Level One or Level Two on all school quality indicators are rated as "Accredited." In addition:

Upon request by a local school board, schools serving students with special needs may be evaluated based on alternate accreditation plans approved by the state Board of Education.
Schools under state sanction for not implementing corrective actions plans are rated as "Accreditation Denied."
More information about the commonwealth’s school accreditation standards is available on the Virginia Department of Education website.

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

The school quality indicator for academic achievement in science is based on the overall percentage of students passing state science tests.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English.
Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests

Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction

Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics.
Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests

Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction

Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

Percentage of Students

Data Source

Percent Passing

Percent Passing With Recovery

Percent Showing Growth

Percent Showing EL Progress or Proficiency

Accreditation Combined Rate

No Proficiency or Growth

Current Year

Previous Year

Cumulative 3 Year

A dropout is a former student who left high school without earning a diploma or high school equivalency and who did not complete the required course of studies.

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

The school quality indicator for graduation and completion awards full credit for students who earn state Board of Education-approved diplomas and partial credit for students who earn high school equivalency certificates.

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year

Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two

Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three

Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome

Point Value

Diploma

100

High school equivalency

75

Still in school

70

Local certificate of program completion

25

Dropout

0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two

Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three

Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

46

50

96

4

44

52

95

5

44

49

93

7

Female

45

49

94

6

44

52

96

4

49

44

94

6

Male

46

51

97

3

43

52

95

5

39

54

93

7

American Indian

<

<

<

<

Asian

42

51

93

7

39

54

94

6

41

56

97

3

Black

39

58

97

3

41

56

97

3

38

52

90

10

Hispanic

26

64

91

9

23

66

89

11

27

59

86

14

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

57

41

98

2

55

42

97

3

55

40

95

5

Multiple Races

56

44

100

0

43

57

100

0

49

51

100

0

Students with Disabilities

32

41

73

27

14

57

71

29

13

48

62

38

Students without Disabilities

47

50

97

3

46

51

97

3

47

49

96

4

Economically Disadvantaged

20

60

81

19

19

68

87

13

23

56

79

21

Not Economically Disadvantaged

50

48

98

2

49

48

97

3

49

48

97

3

English Learners

23

64

88

12

2

71

73

27

-

64

64

36

Military Connected

52

45

96

4

53

36

90

10

Grade 3 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

39

59

98

2

41

52

93

7

39

54

93

7

Female

35

64

99

1

44

48

92

8

52

45

97

3

Male

43

54

97

3

38

56

94

6

29

61

90

10

American Indian

<

<

<

<

Asian

36

64

100

0

39

54

93

7

39

57

96

4

Black

26

74

100

0

<

<

100

0

43

43

86

14

Hispanic

19

71

90

10

27

59

86

14

26

65

90

10

White

50

50

100

0

48

45

93

7

46

49

95

5

Multiple Races

62

38

100

0

36

64

100

0

<

<

100

0

Students with Disabilities

33

60

93

7

18

64

82

18

13

56

69

31

Students without Disabilities

40

59

98

2

43

51

94

6

42

54

96

4

Economically Disadvantaged

21

68

89

11

11

78

89

11

23

54

77

23

Not Economically Disadvantaged

42

58

99

1

47

47

94

6

42

54

96

4

English Learners

27

67

93

7

5

74

79

21

-

68

68

32

Military Connected

36

57

93

7

58

33

92

8

Grade 4 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

48

46

93

7

33

63

96

4

41

53

93

7

Female

49

42

91

9

29

70

99

1

46

44

90

10

Male

47

50

97

3

38

55

93

7

35

61

96

4

Asian

41

45

86

14

30

67

96

4

38

59

97

3

Black

46

38

85

15

41

50

91

9

<

<

<

<

Hispanic

29

64

93

7

14

77

91

9

17

75

92

8

White

60

38

98

2

47

53

100

0

49

43

92

8

Multiple Races

55

45

100

0

30

70

100

0

42

58

100

0

Students with Disabilities

<

<

<

<

-

71

71

29

15

54

69

31

Students without Disabilities

50

46

96

4

37

62

98

2

43

53

96

4

Economically Disadvantaged

33

39

72

28

21

67

88

12

16

64

80

20

Not Economically Disadvantaged

50

47

97

3

37

61

98

2

46

50

96

4

English Learners

21

55

76

24

-

88

88

12

-

80

80

20

Military Connected

40

53

93

7

46

46

92

8

Grade 5 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

55

41

96

4

55

39

94

6

51

42

93

7

Female

54

40

94

6

54

38

92

8

57

37

95

5

Male

56

42

98

2

56

40

96

4

46

46

91

9

American Indian

<

<

100

0

Asian

43

47

90

10

50

42

92

8

50

47

97

3

Black

53

47

100

0

43

57

100

0

38

48

86

14

Hispanic

35

60

95

5

29

54

82

18

37

50

87

13

Native Hawaiian

<

<

100

0

<

<

100

0

White

65

32

97

3

75

24

98

2

68

28

96

4

Multiple Races

<

<

100

0

<

<

100

0

60

40

100

0

Students with Disabilities

<

<

<

<

20

30

50

50

13

40

53

47

Students without Disabilities

55

43

98

2

58

39

97

3

55

42

97

3

Economically Disadvantaged

14

67

81

19

33

44

78

22

28

51

79

21

Not Economically Disadvantaged

62

36

98

2

59

38

96

4

59

38

97

3

English Learners

27

61

88

12

<

<

<

<

-

50

50

50

Military Connected

67

33

100

0

55

30

85

15

Grade 6 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

42

54

96

4

47

51

99

1

44

50

94

6

Female

43

52

95

5

48

51

99

1

41

52

93

7

Male

41

56

97

3

46

52

98

2

48

47

95

5

Asian

45

52

97

3

40

53

93

7

35

65

100

0

Black

33

67

100

0

50

50

100

0

29

71

100

0

Hispanic

25

61

86

14

28

72

100

0

25

50

75

25

White

52

46

98

2

53

47

100

0

60

38

98

2

Multiple Races

42

58

100

0

<

<

100

0

<

<

100

0

Students with Disabilities

<

<

<

<

<

<

<

<

<

<

<

<

Students without Disabilities

44

54

98

2

48

51

99

1

46

50

97

3

Economically Disadvantaged

16

64

80

20

13

81

94

6

22

56

78

22

Not Economically Disadvantaged

48

51

99

1

52

47

99

1

48

49

97

3

English Learners

20

73

93

8

<

<

<

<

-

50

50

50

Military Connected

67

33

100

0

54

38

92

8

Grade 7 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

EOC English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

EOC Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

54

43

97

3

53

43

96

4

51

45

96

4

Female

50

47

97

3

50

47

96

4

48

48

96

4

Male

59

38

97

3

57

39

97

3

54

42

96

4

American Indian

<

<

100

0

Asian

61

35

96

4

56

39

94

6

49

48

97

3

Black

41

59

100

0

44

55

98

2

36

57

93

7

Hispanic

33

61

93

7

40

51

91

9

31

60

91

9

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

64

35

99

1

58

40

98

2

65

32

97

3

Multiple Races

58

37

95

5

68

32

100

0

62

38

100

0

Students with Disabilities

24

61

85

15

26

50

76

24

21

40

62

38

Students without Disabilities

56

42

98

2

55

43

98

2

54

45

99

1

Economically Disadvantaged

34

57

90

10

38

52

89

11

31

57

88

12

Not Economically Disadvantaged

57

41

98

2

56

41

98

2

56

42

97

3

English Learners

31

59

90

10

16

60

76

24

5

71

76

24

Military Connected

57

41

98

2

48

47

95

5

Grade 3 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

49

45

94

6

48

46

94

6

49

46

95

5

Female

41

53

93

7

51

41

92

8

50

48

98

2

Male

58

35

94

6

45

50

95

5

49

44

92

8

American Indian

<

<

100

0

Asian

48

44

92

8

46

43

89

11

52

48

100

0

Black

37

63

100

0

<

<

100

0

36

43

79

21

Hispanic

32

55

87

13

32

55

86

14

35

58

94

6

White

64

32

96

4

55

41

96

4

60

37

96

4

Multiple Races

54

38

92

8

55

45

100

0

<

<

100

0

Students with Disabilities

27

53

80

20

27

45

73

27

31

31

63

38

Students without Disabilities

52

44

95

5

49

46

96

4

52

48

99

1

Economically Disadvantaged

42

42

84

16

26

63

89

11

33

56

89

11

Not Economically Disadvantaged

50

45

95

5

53

42

95

5

53

43

96

4

English Learners

27

53

80

20

11

68

79

21

5

80

85

15

Military Connected

57

36

93

7

58

33

92

8

Grade 4 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

63

32

96

4

63

35

97

3

57

39

95

5

Female

57

38

95

5

56

42

99

1

58

35

93

7

Male

72

24

97

3

69

27

96

4

56

42

97

3

Asian

69

24

93

7

67

30

96

4

52

45

97

3

Black

46

54

100

0

55

41

95

5

<

<

100

0

Hispanic

36

57

93

7

57

37

94

6

29

63

92

8

White

75

23

98

2

65

35

100

0

70

25

95

5

Multiple Races

82

9

91

9

80

20

100

0

58

42

100

0

Students with Disabilities

<

<

<

<

29

50

79

21

31

38

69

31

Students without Disabilities

66

31

97

3

66

33

99

1

59

39

98

2

Economically Disadvantaged

39

44

83

17

58

33

91

9

24

68

92

8

Not Economically Disadvantaged

67

30

97

3

64

35

99

1

63

33

96

4

English Learners

34

45

79

21

29

59

88

12

7

73

80

20

Military Connected

40

60

100

0

62

31

92

8

Grade 5 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

52

46

98

2

39

50

89

11

17

75

92

8

Female

52

45

97

3

35

53

88

12

13

81

94

6

Male

54

46

100

0

45

45

90

10

21

68

89

11

Asian

60

30

90

10

<

<

<

<

20

70

90

10

Black

<

<

100

0

<

<

100

0

<

<

<

<

Hispanic

43

57

100

0

30

52

83

17

14

71

86

14

Native Hawaiian

<

<

100

0

<

<

100

0

White

41

59

100

0

67

25

92

8

25

75

100

0

Multiple Races

<

<

100

0

<

<

100

0

<

<

100

0

Students with Disabilities

<

<

<

<

<

<

<

<

-

62

62

38

Students without Disabilities

56

44

100

0

45

49

94

6

22

78

100

0

Economically Disadvantaged

31

63

94

6

27

53

80

20

17

61

78

22

Not Economically Disadvantaged

63

37

100

0

44

49

92

8

17

83

100

0

English Learners

43

52

96

4

<

<

<

<

9

73

82

18

Military Connected

<

<

100

0

-

90

90

10

Grade 6 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

39

60

99

1

42

57

99

1

47

49

96

4

Female

35

65

100

0

39

59

99

1

38

57

95

5

Male

44

54

98

2

47

53

100

0

58

40

97

3

American Indian

<

<

100

0

Asian

49

51

100

0

54

42

96

4

41

55

97

3

Black

25

75

100

0

<

<

100

0

45

55

100

0

Hispanic

14

81

95

5

22

78

100

0

29

61

89

11

White

48

52

100

0

42

58

100

0

63

35

98

2

Multiple Races

<

<

100

0

<

<

100

0

64

36

100

0

Students with Disabilities

18

82

100

0

<

<

<

<

<

<

<

<

Students without Disabilities

41

59

99

1

43

57

100

0

49

50

99

1

Economically Disadvantaged

17

78

96

4

19

75

94

6

39

50

89

11

Not Economically Disadvantaged

43

57

100

0

46

54

100

0

49

48

98

2

English Learners

16

84

100

0

<

<

<

<

-

50

50

50

Military Connected

45

55

100

0

47

53

100

0

Grade 7 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

73

27

100

0

70

30

100

0

76

24

100

0

Female

81

19

100

0

65

35

100

0

74

26

100

0

Male

65

35

100

0

77

23

100

0

78

23

100

0

Asian

93

7

100

0

70

30

100

0

73

27

100

0

Black

<

<

100

0

57

43

100

0

<

<

100

0

Hispanic

46

54

100

0

<

<

100

0

<

<

100

0

White

85

15

100

0

77

23

100

0

80

20

100

0

Multiple Races

55

45

100

0

<

<

100

0

<

<

100

0

Students with Disabilities

<

<

100

0

<

<

100

0

<

<

100

0

Students without Disabilities

74

26

100

0

70

30

100

0

77

23

100

0

Economically Disadvantaged

<

<

100

0

<

<

100

0

<

<

100

0

Not Economically Disadvantaged

75

25

100

0

70

30

100

0

77

23

100

0

Military Connected

82

18

100

0

<

<

100

0

Grade 8 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Algebra I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Geometry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Algebra II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

62

34

96

4

49

44

93

7

42

54

96

4

Female

59

35

94

6

41

51

92

8

31

65

96

4

Male

66

32

98

2

59

36

95

5

53

43

96

4

American Indian

<

<

100

0

Asian

55

39

94

6

58

38

96

4

47

53

100

0

Black

65

35

100

0

36

57

93

7

38

52

90

10

Hispanic

30

55

85

15

20

60

80

20

24

66

89

11

Native Hawaiian

<

<

100

0

<

<

100

0

White

75

23

98

2

65

33

98

2

53

47

100

0

Multiple Races

<

<

100

0

<

<

100

0

50

50

100

0

Students with Disabilities

<

<

<

<

20

30

50

50

13

53

67

33

Students without Disabilities

63

34

97

3

51

45

97

3

45

54

99

1

Economically Disadvantaged

19

62

81

19

30

40

70

30

31

56

87

13

Not Economically Disadvantaged

70

29

98

2

52

45

97

3

46

53

99

1

English Learners

26

59

85

15

<

<

<

<

8

75

83

17

Military Connected

67

33

100

0

55

40

95

5

Grade 5 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

62

34

96

4

49

44

93

7

42

54

96

4

Female

59

35

94

6

41

51

92

8

31

65

96

4

Male

66

32

98

2

59

36

95

5

53

43

96

4

American Indian

<

<

100

0

Asian

55

39

94

6

58

38

96

4

47

53

100

0

Black

65

35

100

0

36

57

93

7

38

52

90

10

Hispanic

30

55

85

15

20

60

80

20

24

66

89

11

Native Hawaiian

<

<

100

0

<

<

100

0

White

75

23

98

2

65

33

98

2

53

47

100

0

Multiple Races

<

<

100

0

<

<

100

0

50

50

100

0

Students with Disabilities

<

<

<

<

20

30

50

50

13

53

67

33

Students without Disabilities

63

34

97

3

51

45

97

3

45

54

99

1

Economically Disadvantaged

19

62

81

19

30

40

70

30

31

56

87

13

Not Economically Disadvantaged

70

29

98

2

52

45

97

3

46

53

99

1

English Learners

26

59

85

15

<

<

<

<

8

75

83

17

Military Connected

67

33

100

0

55

40

95

5

Grade 8 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Biology Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Chemistry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Earth Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

78

19

97

3

69

28

97

3

69

26

95

5

Female

76

21

97

3

71

26

97

3

68

27

95

5

Male

80

16

96

4

67

30

97

3

70

24

95

5

Asian

84

16

100

0

86

14

100

0

83

17

100

0

Black

62

38

100

0

71

19

90

10

<

<

<

<

Hispanic

50

35

85

15

58

35

92

8

32

58

89

11

White

92

8

100

0

67

33

100

0

75

19

94

6

Multiple Races

80

20

100

0

70

30

100

0

75

25

100

0

Students with Disabilities

<

<

<

<

<

<

<

<

45

18

64

36

Students without Disabilities

80

18

98

2

71

26

97

3

71

26

98

2

Economically Disadvantaged

71

14

86

14

54

38

92

8

28

67

94

6

Not Economically Disadvantaged

79

20

98

2

72

26

98

2

75

19

95

5

English Learners

62

29

90

10

<

<

100

0

<

<

100

0

Military Connected

60

33

93

7

69

23

92

8

VA Studies Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

78

19

97

3

69

28

97

3

69

26

95

5

Female

76

21

97

3

71

26

97

3

68

27

95

5

Male

80

16

96

4

67

30

97

3

70

24

95

5

Asian

84

16

100

0

86

14

100

0

83

17

100

0

Black

62

38

100

0

71

19

90

10

<

<

<

<

Hispanic

50

35

85

15

58

35

92

8

32

58

89

11

White

92

8

100

0

67

33

100

0

75

19

94

6

Multiple Races

80

20

100

0

70

30

100

0

75

25

100

0

Students with Disabilities

<

<

<

<

<

<

<

<

45

18

64

36

Students without Disabilities

80

18

98

2

71

26

97

3

71

26

98

2

Economically Disadvantaged

71

14

86

14

54

38

92

8

28

67

94

6

Not Economically Disadvantaged

79

20

98

2

72

26

98

2

75

19

95

5

English Learners

62

29

90

10

<

<

100

0

<

<

100

0

Military Connected

60

33

93

7

69

23

92

8

VA & US History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

World History I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

World History II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Civics & Econ Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Geography Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-2017

2017-2018

2018-2019

School

1

2

4

Division

1,256

850

1,072

State

4,227

2,762

3,719

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2019 Fall Membership By Subgroup:
Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2017-2018

2018-2019

2019-2020

All Students

774

775

822

Female

381

366

382

Male

393

409

440

American Indian

2

3

3

Asian

150

144

158

Black

92

94

98

Hispanic

151

162

170

Native Hawaiian

3

1

2

White

322

318

325

Multiple Races

54

53

66

Students with Disabilities

62

73

75

Students without Disabilities

712

702

747

Economically Disadvantaged

138

162

149

Not Economically Disadvantaged

636

613

673

English Learners

190

195

206

Not English Learners

584

580

616

Homeless

3

1

1

Military Connected

80

88

100

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can't read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2016-2017

2017-2018

2018-2019

Subgroup

Below 10%

10% or Above

Below 10%

10% or Above

Below 10%

10% or Above

All Students

742

24

740

25

751

29

Female

376

13

366

11

358

13

Male

366

11

374

14

393

16

American Indian

<

<

<

<

<

<

Asian

152

4

140

6

142

5

Black

84

0

93

1

91

1

Hispanic

150

7

139

10

156

8

Native Hawaiian

<

<

<

<

<

<

White

292

11

310

7

305

13

Multiple Races

60

2

53

1

53

1

Students with Disabilities

65

2

64

2

78

1

Economically Disadvantaged

133

3

134

15

141

8

English Learners

193

11

180

10

184

11

Homeless

<

<

<

<

<

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses

Number of Offenses

Disorderly or Disruptive Behavior Offenses

<

Other Offenses Against Persons

<

Property Offenses

<

Weapons Offenses

<

Offenses Against Student

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

American Indian

0.4

0.3

0.4

Asian

20.4

19.4

18.6

12.5

Black

10.9

11.9

12.1

25

Hispanic

20.5

19.5

41.7

20.9

Native Hawaiian

0.3

0.4

0.1

White

39.6

88.9

41.6

41.7

41

50

Multiple Races

8

11.1

7

16.7

6.8

12.5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

American Indian

0.4

0.3

0.4

Asian

20.4

19.4

18.6

Black

10.9

11.9

12.1

Hispanic

20.5

19.5

20.9

Native Hawaiian

0.3

0.4

0.1

White

39.6

41.6

41

Multiple Races

8

7

6.8

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

0.4

0.3

0.4

Asian

20.4

19.4

18.6

Black

10.9

11.9

12.1

Hispanic

20.5

19.5

20.9

Native Hawaiian

0.3

0.4

0.1

White

39.6

41.6

41

Multiple Races

8

7

6.8

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal
Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.
At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.
Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.
See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

15.8

18

17.2

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.
Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.
Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.
The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

13.8

15.3

17.7

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

77.2

72.1

77.6

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

Poverty Level

All Teachers

Special Education Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:

Reading performance — percentage of students in the school passing state tests in reading

Mathematics performance — percentage of students in the school passing state tests in mathematics

Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing

English learner progress — percentage of English learners making progress toward English-language proficiency

Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)

Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests.
Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year.
Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

96%

96%

74%

70%

Asian

97%

96%

89%

70%

Black

93%

97%

60%

70%

Hispanic

90%

92%

64%

70%

White

97%

98%

81%

70%

Economically Disadvantaged

87%

89%

63%

70%

English Learners

89%

89%

57%

70%

Students with Disabilities

62%

73%

42%

70%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests.
Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group

Current Rate

All Students

95%

Asian

100%

Black

90%

Hispanic

87%

White

100%

Economically Disadvantaged

85%

English Learners

91%

Students with Disabilities

67%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school.
Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student Group

Growth English Reading

Growth Mathematics

All Students

94%

96%

Asian

98%

98%

Black

90%

93%

Hispanic

89%

92%

White

96%

98%

Economically Disadvantaged

82%

89%

English Learners

89%

90%

Students with Disabilities

71%

67%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support.
The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

4%

3%

9%

10%

Asian

3%

3%

5%

10%

Black

1%

1%

9%

10%

Hispanic

5%

5%

9%

10%

White

4%

3%

9%

10%

Economically Disadvantaged

5%

6%

13%

10%

English Learners

6%

5%

8%

10%

Students with Disabilities

1%

2%

14%

10%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.
Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.
Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners

Percent

Annual Target

Long-Term Goal

English Learner Progress

61%

46%

58%

English Learner Proficiency

20%

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency.
Virginia also reports on the percentage of English learners who attain proficiency.

English Learners

Numerator

Denominator

Rate

English Learner Progress

60

98

61%

English Learner Proficiency

24

121

20%

ESSA Participation Rates

Student Group

English Reading Participation

Mathematics Participation

Science Participation

All Students

100%

100%

100%

Asian

100%

100%

100%

Black

100%

100%

100%

Hispanic

100%

100%

100%

White

100%

100%

100%

Economically Disadvantaged

100%

100%

100%

Not Economically Disadvantaged

100%

100%

100%

English Learners

100%

100%

100%

Students with Disabilities

100%

100%

100%

Students without Disabilities

100%

100%

100%

Female

100%

100%

100%

Male

100%

100%

100%

Migrant

-

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers.
States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

Percent of Kindergarten Students With Public Preschool Experience

Public Preschool​

School

11%

Division

22%

State

33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.